Teacher Candidate: Samuel Fulmer Subject/Grade: Social Studies/ 3rd Grade Learning Objective:

Lesson # 4 Date and Time of Lesson: 11/14/13 (9:30am)

Students will correctly define vocabulary terms associated with the Native Tribes of South Carolina.

Alignment with Standards: Identify the source and list standards (local, state, and/or national) that align with the learning objective. Social Studies: 3-2.1 Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. MG3-1.2: Sing expressively in groups, matching dynamic levels, and responding to the cues of a conductor. EEDA- This lesson addresses multiple learning styles, auditory, visual, and kinesthetic. SSCA- Students will need to respect their classmates during the scavenger hunt and take turns at each station.

Developmental Appropriateness or Cross-curricular connections: The song used for the review lesson is about the Native Americans and how the three main tribes lived and their effect on the English settlers. The students are currently learning about Native Americans in Social Studies, and this activity will be a good review for their unit on this concept. Students at this age respond well to content delivered through song. Hopefully hearing the content through song will make the seemingly irrelevant information more engaging and interesting to them. One assessment portion of the lesson will be conducted by having students do a type of scavenger hunt around the room. This will allow students to get out of their seats and move around. It is very hard for students at this age to sit still for too long, and this will be a good way to allow them the chance to stretch their legs, while still working on relevant content. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Morning work-short quiz on writing the definition of the vocabulary term During: Completed Scavenger hunt sheet Post: Re-take of same morning work quiz Use of Formative Assessment After looking at the preassessment, the teacher will be aware of which words were missed the most. This will allow for more time to be spent explaining these terms during the lesson, and correcting any miscues that may be present. If any terms are known by the entire class, these terms will not be included during the scavenger hunt in order to save time.

Students will correctly define vocabulary terms associated with the Native Tribes of South Carolina.

Accommodations:
Some of the words in the song may be beyond some of the students reading ability. The students will have read this song numerous times before the lesson, so they should be familiar with the lyrics. The definitions of the terms are in a language that is easily understood by third graders. There will be no need to define a word used to define one of the vocabulary terms. o Example; Daub Houses: Daub= clay and grass mix Yemassee home for the winter covered in Palmetto fronds (leaves) Students would most likely not be familiar with the word fronds, so they are told, in the definition that a frond is a type of leaf.

Materials: THE NATIVES Song Lyrics Empire State of Mind Instrumental You Tube Video Smartboard/Speakers to play song Native Americans Vocabulary Pictures/Definitions Index Cards Scavenger Hunt Recording Sheet Morning Work/Post Assessment Worksheet Procedures: 1. Gather students on the rug and explain to the students that we will be singing the song they have been reading from this week. (5 min) a. Ask students to follow along on their copy of the lyrics during the song, and sing along during the chorus. b. They can rap along with the teacher if they wish, but their main part will be to sing along during the chorus, being that trying to rap along may be a challenge for most students. 2. Review the different vocabulary words in the Natives song, and how they relate to each tribe. (3 min) a. Use information gathered from the pre-assessment to address any miscues. b. Spend more time explaining the terms that were most commonly missed. 3. Students will do their scavenger hunt to match the vocabulary terms with the definitions. (10 min) a. The teacher will have previously taped index cards with each definition in different places around the room. b. Pass out one scavenger hunt sheet to each student and explain the rules. c. The students are to go from definition to definition, and determine which vocabulary term the definition describes. d. Students will then write out the definition next to the correlating vocabulary term on their paper. e. Explain to students that there should not be more than 3 students at each definition at a time. They should respect their classmates and not push and shove to see the definition. i. Will it be possible for every student to stand at the same definition at the same time? ii. What could we do to make sure there isnt an overcrowding of students at one card? f. The teacher should monitor students work and offer advice on which term matches which definition by asking probing questions to allow students to see why one definition is correct rather than another.

i. I.e.; I see you have the definition of clay already on your paper. It says that clay is an earthy material that is sticky and easily molded when wet and hard when baked. Does this picture of the teepee look like it has clay on it? Which one of the pictures of the houses used by the Native Americans looks like it might be made of clay? g. When all students have completed their worksheet, the teacher will collect them and review the answers aloud with the class. 4. Post-Assessment (5 min) a. Pass out a sheet identical to the morning work for students to complete at their desk. b. This will allow the teacher to clearly see if students made progress on being able to explain the definitions, in their own words. Activity Analysis:
1. The Natives Song a. The song will support the lesson objective by presenting the poem in a new form that will hopefully resonate with the students, and make a more lasting impression. b. Students respond well to musically based lessons, and these types of activities engage them. c. The Smartboard will be used to play the instrumental for the song. d. Students will not be asked to rap the entire song, as this would become confusing and unrealistic to expect them to read and sing at such a rapid rate. 2. Scavenger Hunt a. This will support the learning object by allowing students the opportunity to match the vocabulary terms to their correct definitions. b. This activity will give students the opportunity to get out of their seats and move for a little while. c. This should help release some built up energy; as most students have a hard time staying at their seats for extended periods of time. d. This activity may also allow for a deeper learning level, as the students will have more oxygen flow to their brain. e. Technology will not be used during this lesson, as it is not required, and would most likely distract from the learning. i. If each student had an iPad they could fill out a similar form on the iPad, instead of recording it with paper and pencil. ii. This would save time, but by having the students record their answers through writing, they will be more acclimated to writing the words they will need to know on their test; which will be taken by pencil and paper.

References: Fiasco, A. [AlanFiasco]. (2012, July 31). Jay-z Empire state of mind (instrumental) [Video file]. Retrieve from http://www.youtube.com/watch?v=wr1QYKbFG8c